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Art is a very good activity for children to develop a wide range of skills such as creativity, cognitive development and their overall wellbeing. In early childhood education, art can be meant in wider concepts. Art can come from expression of both personal and cultural perspectives. Vea (2010 p. 27) stated that art practice in early childhood should be free play and involved in rich environments and flexible spaces so that the children can freely express themselves in multiple ways which help them to develop their learning styles.  My digital visual journal consisted of 6 artefacts which strongly connect to art. For example, painting, paper movement, clay play, music, drama role play and block play.

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My material is Paint by using paint, zip bag and paper. The artistic language I am using to respond to this is Visual Art. As my experiment goes on, I can see that the colours keep changing and also depend on when I dried it and put it in the fridge. It was very amazing to see how temperature and environment plays a role in this experiment. Pacini-Ketchabaw, Kind & Kocher (2016, p. 53) illustrated that paint showed the connection between human and non human which created the elements of the paint. They also stated that when paint is dried out, it shows the textures, patterns, how it spreads and how it transforms itself. This can be related to my experiment because when I dried out one of them in a zip bag and left it outside, it produced different patterns and colours. In early childhood settings, paint can help both children and educators learn about insight and solving problems. For example, this painting activity helped me to understand how paint can invite my hand (body) to collaborate, experiment with it, play with it and produce a different kind of results. Vea (2010 p. 35) also stated that painting activity can produce multiple results depending on how children play with it which help them with their curiosity and sensory skills, however it is always forming new patterns and new singularities. More than this, when I got an idea on how I should experiment my painting is through my thinking and my curiosity. That is why I decided to put one in the fridge and one outside at room temperature. The reading showed that by observing the paint while playing with it, give people the ability to notice the transformation of the painting such as patterns or texture which help them to develop creativity, thinking and imagination skills. Through my readings, it showed that visual art allows children to play with materials which help them to express their feelings through art, creativity skills and explore the world around them. In early childhood settings, paint can provide children with a multidisciplinary learning experience. First of all, letting children explore art freely, observing the process and materials by themselves enables them to immerse themselves in the art learning process and can help them to express their voices and ideas (Lauren 2021, p. 1261). More than this, the Reggio Emilia educational method is also a good example of providing art in the classroom. For instance, they stated that a child is the centre of their own learning rather than a passive learner. It showed that it is very important for educators and families to give the opportunity for children to explore visual art from a young age Lauren (2021, p. 1262). Furthermore, visual art learning can come from different kinds of ways. For example, educators need to provide the flexible play space and allow them to use different types of materials such as loose parts so that children can simply play and experiment with it and see what the child is creating through art. Art should be all about the experience of making, processing the materials rather than expecting perfect results from children. Paint is not all about drawing or painting with colours but children can play with paint in different ways such as play with loose parts or go for a walk in a park and see what the children can do or cooperate in their art. The artistic process is about children having fun creating something from their thinking and keep practising it again and again.

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My material is Paper by using food dye, tissue paper and cup. The artistic language I am using to respond to this is Movement. First of all, I was trying to see the colour change when I put the food dye in the cup. The colour of the water was faded the more I put the food dye in, it was very amazing to see this transformation. I wanted to pursue another experiment so I used tissue paper to observe more about this experiment. The tissue paper has transferred from one cup to another cup. It was so impressive to see how art can transform and produce unexpected results like this. According to Pacini-Ketchabaw, Kind & Kocher (2016, p. 32) stated that paper is not just a regular material however it can be used as an art material which can move, shifts the materials on their own. In early childhood settings, materials such as paper can help children express themselves. For example, in my experiment I can learn that tissue paper can make a movement and produce something that I would not expect. It is a material that connects the world together. Everything moves, bodies move, air moves which make the surrounding all move without us knowing. More than this, the reading also illustrated that paper is like an active art. For instance, when we play with paper, we think that the movement will stop somewhere. However, it is not like that, the movement is still keeping going and playing with the materials through multiple gestures from one step to another step. This process keeps going back and forth until something is made. This can show that a paper experiment is like an art activity because I can observe how it can transform, how it can move and produce a result. Furthermore, they showed that paper movement activity is like choreography for both children and educators. For instance, children will play with paper, unfolding it, gathering and dispersing it again so that they can keep going on with the activity. This can show that children are using the paper art activity to connect it to their world. Furthermore, the surroundings are full of movements and the flows of the worlds. In an early childhood setting, I think that it is good to use paper as an art activity to help children to improve their overall learning such as fine motor skills. When children explore movement with materials, they can produce a connection between body mind and materials. According to Arthurn (2002, p. 23) Piaget theory demonstrated that art making helps children with their learning. For example, ‘art as expression’ is a concept of creative learning for children to play with different art materials in order for them to reflect on their inner worlds. Materials such as paper can be used to connect human and non-human forces to expand children’s thinking such as how children learn with that material which can produce more transformation between them and the material. Also, from a social perspective children need more access to play with the materials freely both independently and dependently. The educators need to make sure to provide the children the ability to play and experiment with the activity with a diverse and sensory rich environment and materials. It is very important for children to learn how to socialise with others so they can learn how to express themselves, and know how to collaborate with others to explore diverse materials. This gives them the opportunity to expand their material’s learning.

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There is no clay at my apartment so I decided to use play dough as a replacement.

My material is Clay by using water and cooking oil. The artistic language I am using to respond to this is visual art and movement. Clay is a good example of art because it helps both educators and children with their expressing, communicating and exploring their surrounding world. Playing with clay can sometimes be shaped by cultural and social background. My experiment is to see what the clay can do when I put clay with cooking oil and water. Then I started to explore if the clay has the ability to hold the object and then I air dry it and see what is going to happen. I have learned so much through this experiment because I thought clay is only about rolling and making something out of it. However, it is much more than that as playing with clay involves the environment, the surrounding area and especially movement. While I was playing with clay, it showed the art that was hidden inside the clay work which is very amazing to see. More than this, the movement of the clay came out unintentionally. Clay and movement emerged together which meant that clay responded to my hand movement as I was playing with it. Furthermore, the movement of the clay is changeable and resistant. Sometimes it can stand still for a very long time but sometimes it refuses to stay in one shape and change to different patterns or textures. It showed that clay flow is followed by our hand movement and other movements such as rhythm and the surrounding area (Pacini-Ketchabaw, Kind & Kocher 2016, p. 65). From philosophical perspectives, clay play always provides us with an unexpected movement as it interacts with other materials, body or with air. It feels like clay has its own movement and a life of its own which depends on how we play and use them. In early childhood settings, clay can provide children with multidisciplinary learning experiences such as exploring new materials by letting them become involved with it and use their imagination skill to play with it. Bernadet (2017, p. 2659) showed that providing clay play at school gives children the opportunity to improve their manipulation skills which allow the educator to see what the children can do and what skills they are using. This can help educators understand children's perspectives such as expression and feeling. More than this, Reggio Emilia philosophy showed that clay is a part of visual art and a good responsive material that attracts children's attention easily and helps children improve their overall well being (Bernadet 2017, p. 2661). From my perspective, I think that in an early childhood setting, the use of clay in the classroom empowers children to explore their skill at their own pace. The educators should provide a rich, natural environment for children to explore clay without engaging too much in the activity. The children should be the centre of their own learning but the educator roles should still remain as their partner in order to help them with their learning process.

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Charcoal is another form of process art in the classroom. My experiment I have been playing around with charcoal and leaves and exploring more about their interaction with each other and the surrounding. According to Pacini-Ketchabaw, Kind & Kocher (2016, p. 43) showed that charcoal play produces body connection with the sensation. For example, when we play with charcoal, body sensation has become activated and makes the body react to it by allowing people to feel the sense of touch and using the imagination skills to start working in the brain. More than this, it also makes us feel more curious about what is going to happen and start to be aware of our surrounding area. This can show that charcoal allows people to explore and pay attention to the sense of wonder. In early childhood settings, thinking is a part of teaching practice that allows children to take control of their own learning. This can help children to keep wondering about things, improve their curiosity and open up their thinking and encounter in order for them to help them with their learning process. Furthermore, it also showed that when children are opening up about new concepts, they are learning how to adopt new lines of thoughts and willing to change any new possibilities that are coming into their life. What’s more, playing with charcoal is good to provide children the opportunity to interact with visual arts such as sketching with charcoal. In the early childhood setting, charcoal can provide good learning experiences to children such as helping children to learn how to take risks, express their feelings and be more creative. From social and philosophical perspectives, children who enjoy playing with art such as charcoal help them to identify themselves and be more culturally aware of who they are. This gives children the opportunity to develop their values and beliefs which help them learn how to respect others and the society as well.

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This experiment I am going to create a few gestures, movements and choreography that move along with the music that I made up from the loose part and use it to make the sound of the music. I am going to enjoy my movement and let my body freely enjoy the music. After dancing for a while, I can tell that my body is voluntarily moving along with the music even without the choreography. Music helps us interact with the world and the surrounding area. We dance, listen, and use movement to explore the world around us. Music is a form of art which allows people to move their body from one step to another step such as walking to hooping and then to skipping and jumping along with the music. In an early childhood setting, music is a form of self-expression. Children can create a lot of motions while dancing to music to express themselves how they feel as they move from place to place Joanne (2006, p. 255). It also demonstrated that music is an essential tool for children to improve their learning process. In an educational context, music allows children to learn how to use their body by exploring their world around them, cognitive processing and especially social engagement. So in an early childhood setting, music activity can be done in many ways in order to encourage children to engage in the activity. For example, making simple musical instruments such as loose parts so that the children can make the music on their own and use their movement to play along with it. Moreover, children also can listen to nursery rhymes or join music time at the music room corner with their friends.  This can help children with their early development learning and opening up their brain connection which help them to think faster and be open to all new learning.

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Block play is another form of activity that allows children to learn a lot of things in different ways and help them to develop their skills such as social, physical and emotional. In my experiment, I have collected some loose parts and other stuff that I can find at home to create the block play. I have no idea what I wanted to build or set up so I just did whatever my mind wanted to do and go with the flow. Rosanne (2017, p. 6) showed that block play is a good observation experiment because people can see how materials and the environment connect to each other. For example, how some materials can stay on top of each other and others just fall down immediately or after a couple seconds. This can show the connection between human and non human touch has appeared in this play. Furthermore, Rosanne (2017, p. 8) stated that from a social perspective, block play encourages children to develop their self confidence. For instance, when I build up my block play and stack them together successfully, it makes me so proud of myself and feel a sense of accomplishment. Moreover, block play also shows the movement of the materials as well. Children can learn how to balance and organise their play and explore more about their creativity skills. What’s more,  block play gives children the opportunity to get more knowledge and understanding of their world, structurally as the children experience with the materials and try to design their block play to achieve balance. So in an early childhood setting, it is recommended to include block play in the classroom because it is fundamental to the growth and development of children's overall learning process. Block play can be done in a variety of learning experiences such as outdoor or indoor which encourage the children to do block play. Rosanne (2017, p. 14) also mentioned that educators should engage with activity such as asking open-ended questions which can help children to express their ideas and expand their thinking as well.

To conclude, painting, playing with paper, clay, music, charcoal and block play are all forms of art. Art encourages children to develop their overall learning process both physical and emotional learning. These activities can produce a rich and multidisciplinary learning experience for children and educators are also part of the roles to help children achieve a good learning process as well.